ASSESSMENT IN INSTRUCTION
Siti Salina Mustakim, PhD Faculty of Educational Studies Universiti Putra Malaysia
+6019 334 1307 +603 8946 8198
mssalina@upm.edu.my / salinamustakim@gmail.com
Former Senior Lecturer, Management & Leadership Institution, Malaysia Ministry of Education Former Assistant Director, Teacher Education Institute, Malaysia Ministry of Education
Former Teacher, Ministry of Education
2 Interactions that occur between:
TEACHER – STUDENTS STUDENTS – STUDENTS
STUDENTS – CURRICULAR MATERIALS
STUDENTS – EDUCATIONAL ENVIRONMENT TRANSACTIONS = PROCESS OF
EDUCATION
5 effective communication in the classroom:
1. Clear instruction 2. Language used
3. Body language and facial expression 4. Voice projection
5. Questioning technique
ROLE OF TEACHERS IN REALIZATION OF EDUCATIONAL PHILOSOPHY OF EDUCATION
3
Mentor Role model Resource
provider Instructional specialist
Curriculum
specialist Learning facilitator
Advocate High Order
Thinking Skills
Classroom supporter
School leader Agent
(catalyst) of change
Life-long learner
Can you explain each role with appropriate example?
Tools are what a teacher uses to record and/or categorize his or her observations/assessment data gathered through the use of various strategies
Tools should provide a clear picture of what the learning should look like (e.g.
criteria & indicators)
ASSESSMENT TOOLS
Assessment includes a wide variety of tools & strategies ---> depending on the nature of the task
that are chosen selectively & purposefully ---> depending on the amount &
type of information required
WHAT IS
ASSESSMENT?
• Rubrics
• Observation surveys
• Exemplars
• Running records
• Students’ records of their independent learning
• Portfolios
• Anecdotal records
• Conferences
• Test
• Checklists
• Rating scale
• Sample of writing/work
• Direct observation
• Interviews
• Oral reports
• Research projects
• Performance tasks
TYPES OF ASSESSMENT
TOOLS
ASSESSMENT TYPES
Formative - for performance enhancement
Formal - quizzes, tests, essays, lab reports, etc.
Traditional - tests, quizzes, homework , lab reports,
teacher
Summative - for performance assessment
Informal - active questioning during and at end of class
Alternative - PBL’s, presentations, essays, book reviews, peers
ALTERNATIVE ASSESSMENT
Alternative to what? Paper & pencil exams
Alternatives:
lab work / research projects
portfolios
presentations
research papers
essays
self-assessment / peer assessment
lab practical
classroom “clickers” or responder pads
ASSESSMENT CONCERNS
Validity -- Is the test assessing what’s intended?
Are test items based on stated objectives?
Are test items properly constructed?
Difficulty -- Are questions too easy or too hard? (e.g., 30% to 70% of students should answer a given item correctly)
Discriminability -- Are the performance on individual test items positively
correlated with overall student performances? (e.g., only best students do well on most difficult questions)
NEEDS
ANALYSIS ASSESSME
NT
EVALUATION
DESIGN / TRAINING
A S S E S S M E N T S T R A T E G Y
PLANPREPARE
CONDUCT
ASSESS EVALUATE
FEEDBAC K
REVIEW
TESTING MEASUREMENT ASSESSMENT EVALUATION
Doing word – to test Question requiring a response
yes/no, true/false, MCQ, extended answer, timed essay, competency
Measuring responses Give mark
%
Singular measurement
Group response
Pass fail based on a range of marks
Comparing against set criteria, teacher judgement
a subset of assessment intended to measure a test-taker’s language proficiency, knowledge, performance or skills.
process of observing and measuring learning. It is an on-going process in educational practice,
which involves a multitude of methodological
techniques. It can consist test, projects, portfolios.
is the assigning of numbers to certain attributes of objects, events, or people according to a rule- governed system.
involves the interpretation of information. When a tester or marker evaluate, s/he “values” the results in such a way that the worth of the performance is
conveyed to the test-taker.
ASSESSMENT IN INSTRUCTION TESTING MEASURE
MENT
ASSESSME NT
EVALUATIO
N
FRAMEWORK OF ASSESSMENT
Reasons / Purposes of Assessment
Assessment of Learning Assessment for Learning
Assessment as Learning
Types of Test:
Proficiency, Achievement, Diagnostic, Aptitude,
Placement
ASSESSMENT OF LEARNING
• Enable students to demonstrate what they know and can do
• This type of assessment is also known as summative assessment.
• provide the focus to improve student achievement, give everyone the information they need to improve student achievement, and apply the pressure needed to motivate teachers to work harder to teach and learn.
• Establishes a classroom culture that encourages interaction and the use of assessment tools
• Occurs throughout a learning sequence and is planned when teachers design teaching and learning activities
• Involves teachers sharing learning intentions and explicit assessment criteria with students
• Involves teachers and students setting and monitoring student progress against learning goals
• Require teachers to ascertain students’ prior knowledge, perceptions and misconceptions
• Is roughly equivalent to formative assessment – assessment is intended to promote further improvement of student learning during the learning process. Students are provided valuable feedback on their own learning
ASSESSMENT FOR LEARNING
ASSESSMENT AS LEARNING
• Promotes students’ self-esteem and self-confidence through an understanding of how they learn to learn
• Develop students’ capacity to reflect on the learning and to contribute to their future learning goals
• Enhance students’ life-long learning skills. This type of assessment is also known as summative assessment.
• Emphasis the process of learning as it is experienced by the student
TEACHER’S ROLE
Assessment for learning occurs throughout the learning process.
It is interactive, with teachers:
aligning instruction
identifying particular learning needs of students or groups
selecting and adapting materials and resources
creating differentiated teaching strategies and learning opportunities for helping individual students move forward in their learning
Providing immediate feedback and direction to students
a range of alternative
mechanisms for assessing the same outcomes
public and defensible reference points for making judgements
transparent approaches to interpretation
descriptions of the assessment process
strategies for recourse in the event of disagreement about the decisions.
“The teachers’ role in
promoting the development of independent learners through assessment as learning is to:
model and teach the skills of self-assessment
guide students in setting their own goals, and monitoring their progress toward them
provide exemplars and
models of good practice and quality work that reflect
curriculum outcomes
work with students to develop clear criteria of good practice
ASSESSMENT OF LEARNING
ASSESSMENT FOR LEARNING
ASSESSMENT AS
LEARNING
What
QA
Why
How When
Assessment for/as learning
During teaching learning To improve
students’
learning
Variety of assessment tools
Based on performance standard
Verbal/written report available when
required
Report What
Assessment of learning
When At then end of
teaching & learning
Why To gather
students’
development &
performance
How Variety of
measurement Based on QA
performance
standard Report
Quantitative/Cumulative Report is provided every end of semester/year
Development
SUMMATIVE Assessment SUMMATIVE Assessment FORMATIVE
Assessment FORMATIVE Assessment
Evaluation
“I’m taking an innovative approach to teaching this semester.
I’m using books!”
Equality vs Equity
Equity and equality are two strategies we can use in an effort to produce fairness. Equity is giving everyone what they need to be successful. Equality is treating everyone the
same. Equality aims to promote fairness, but it can only work if everyone starts from the same place and needs the same help.
AUTHENTIC ASSESSMENT
A form of Assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.
Usually includes a task for students to perform and a
rubric by which their performance on the task will be
evaluated.
4 STEPS OF AUTHENTIC ASSESSMENT
Identify the outcomes Select an authentic
task
Identify the criteria Create a rubric
1
2
3
4
TRADITIONAL ASSESSMENT
In the TA model, the curriculum drives the assessment. “The” body of knowledge is determined first. That knowledge becomes the curriculum that is delivered. Subsequently, the assessments are developed and administered to determine if acquisition of the curriculum occurred.
AUTHENTIC ASSESSMENT
In AA, assessment drives the curriculum. That is, teachers first determine the tasks that students will perform to demonstrate their mastery and then a curriculum is developed that will enable students to perform those tasks well, which would include the acquisition of essential knowledge and skills.
SIMILARITIES & DIFFERENCES
Traditional Assessment (TA)
– A school’s mission is to develop productive citizens.
– To be a productive citizen an
individual must possess a certain body of knowledge and skills.
– Therefore, schools must teach this body of knowledge and skills.
– To determine if it is successful, the school must then test students to see if they acquired the knowledge and skills.
Authentic Assessment (AA)
– A school’s mission is to develop productive citizens.
– To be a productive citizen, an individual must be capable of performing meaningful tasks in the real world.
– Therefore, schools must help students
become proficient at performing the tasks they will encounter when they graduate.
– To determine if it is successful, the school must then ask students to perform
meaningful tasks that replicate real world challenges to see if students are capable of doing so.
DEFINING ATTRIBUTES
Traditional……….……...Authentic
Selecting a Response……….Performing a Task Contrived………….…….……….Real-Life
Recall/Recognition…………...Construction/Application Teacher-Structured………Student Structured
Indirect Evidence……….Direct Evidence
ALTERNATIVE NAMES
Performance Assessment: Students are often asked to perform real-world or authentic tasks or contexts.
Alternative Assessments: Alternative to traditional assessment using a rubric.
Direct Assessment: Provides more direct evidence of meaningful application of knowledge and skills.
WHY INCLUDE AUTHENTIC ASSESSMENTS
We want students to use the acquired knowledge and skills in the real world, or authentic situations.
Research on learning has found that we cannot simply be fed knowledge. We need to construct our own meaning of the world, using information we have gathered and were taught and our own experiences with the world.
It encourages the integration of teaching, learning, and assessing.
We have different strengths and weaknesses in how we learn. Similarly, we are different in how we can best demonstrate what we have learned.
TYPES OF AUTHENTIC TASKS
Constructed Response
Product Like:
short-answer essay questions, “show your work”, journal response, concept maps, figural representations.
Performance Like:
Typing test, complete a step of science lab, construct a short musical, dance, or dramatic response, exhibit an athletic skill.
Product
Essays
Stories or Poems
Research Reports
Art Exhibit or Portfolio
Lab Reports
Newspaper
Poster
Performance
Conducting an Experiment
Musical, dance, or dramatic performances
Debates
Athletic competition
Oral presentation
RUBRICS
Definition: A scoring scale used to assess student performance along a task- specific set of criteria
Comprised of two components:
Criteria
Levels of Performance
Criteria
Each rubric has at least two criteria
The criteria, characteristics of good performance on a task, are usually listed on the left hand column
Can assign a weight to each criterion
TYPES OF RUBRICS
Analytic
Articulates levels of
performance for each criterion so the teacher can assess
student performance on each criterion.
Holistic
Assigns a level of performance by assessing performance
across multiple criteria as a whole.
PORTFOLIOS
Definition: A collection of a student’s work specifically selected to tell a particular story about the student.
Could include the following, but is not limited to :
Samples of work
Reflections
Belief statements
Goals
Evaluations
